Assessment and accreditation for languages
The emerging consensus?

Ed. Anke Hübner, Toni Ibarz & Sara Laviosa

In association with the Universities of Birmingham & Nottingham

This collection of papers outlines types of assessment and accreditation in different institutions and evaluates their place in HE language-course provision. It explores students’ attitudes to learning and assessment, their need to achieve personal goals and develop professional skills, as well as implications for tutor training.

In considering the differing requirements of learner and institution, the contributors are also concerned with the need to develop a shared system of accreditation, based on consensus, which might facilitate future mobility across university departments.

Contents

Introduction: The teaching of modern languages in university departments of continuing education: credits, credentials and credibility. Toni Ibarz, University of Sheffield | Language teaching, accreditation and the social purpose of adult education. Liam Kane, University of Glasgow | Student attitudes to learning, assessment and accreditation. Fran Beaton, Goldsmiths College | Assessment on a fully accredited Open Language Programme: achieving beneficial backwash in a standardised scheme. Dounia McCall, University of Southampton | Translation to assess language competence: present and future. Sara Laviosa, University of Birmingham | Communicative assessment for adult learners: carrying coals to Newcastle? Linda Hartley and Marion Spöring, University of Dundee | Assessment and accreditation of languages: implications for tutor training. Anke Hübner, University of Nottingham | Measuring the impact of accreditation: two surveys on the provision of modern languages in university departments of continuing education. Toni Ibarz, University of Sheffield. Marion Spöring, University of Dundee

2000 | 132pp | ISBN-13: 978-1-902031-23-1 | ISBN-10: 1-902031-23-7 | £15 | Order this title online

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